Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SIHHHCS307A, 'Combine structures for traditional and classic men's haircut designs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Combine structures for traditional and classic men's haircut designs' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Element | Performance Criteria |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Analyse client characteristics and requirements. | 1.1. Review and discuss current and alternative haircut designs to confirm client expectations. 1.2. Assess natural hair type, texture, growth patterns, fall and movement are established by physical and visual examination. 1.3. Identify facial features and bone structure. 1.4. Suggest and confirm traditional and classic men’s haircuts that reflect the analysis, complement facial features, bone structure and meet client expectations. |
2. Apply cutting techniques. | 2.1. Select tools and cutting techniques to achieve planned haircut results. 2.2. Establish angles and internal guide lines according to the haircut plan. 2.3. Maintain evenly wet or dry hair and apply even tension. 2.4. Maintain clean sections with no tangle and appropriate lift and distribution of hair throughout the service, according to the haircut plan. 2.5. Combine or blend haircut structures and remove bulk where appropriate. 2.6. Complete the planned haircut within salon service timeframe. 2.7. Maintain client comfort, safety and hygiene throughout the haircut according to relevant health regulations and salon procedures. |
3. Outline haircuts. | 3.1. Mark haircut outlines over and behind ears using clippers where indicated by the planned finish. 3.2. Use clippers to outline sideburns where indicated by the planned finish. 3.3. Lather neckline, stretch and shave skin in the direction of the hair growth to ensure a smooth result without discomfort to the skin. |
4. Select and apply finishing techniques. | 4.1. Select and apply appropriate finishing tools and styling products to achieve planned haircut finish. 4.2. Apply the appropriate finishing techniques, according to the finished hair design and agreed outcomes. 4.3. Confirm client satisfaction with the outcomes of service. 4.4. Advise on home care products, according to client needs. 4.5. Update client records with details of service and home care products purchased. 4.6. Dispose of haircut waste, according to salon procedures. 4.7. Clean or dispose of used equipment according to health regulations and salon procedures. |